This study examines the impact of the Cooperative Learning Evaluation Programme (CLEP) on social interaction of primary school students in China. The study involved 165 participants, consisting of students in grades 3-6, aged between 8 to 12 years, from a suburban primary school in Beijing. The CLEP combines individual and group evaluations,…

Positive behaviour support (PBS) has been receiving increased attention recently but has not been studied from the perspectives of staff and students in Sweden. This article presents an integrative and systematic literature review focusing on international research concerning staff and student perspectives on the effects of PBS. The aim was to…

Growth mindset interventions, initially based on evidence from experimental studies, are widely used in schools internationally. This systematic literature review focuses on the use of growth mindset in primary schools, whether as a bespoke intervention or as an embedded cultural practice, to examine how the approach is operationalised. Six data…

Writing skills are important for educational achievement, employment and social and civic participation. This quasi-experimental study aimed to improve essay writing skills with an evidence-based intervention in two schools of mainstream P6 (grade 5) students (N = 44) in a largely rural local authority in Scotland. The intervention included peer…

This study examined the effectiveness of an integrated training programme (ITP) in reducing female students' test anxiety with a view to the mothers' perfectionism as a moderating factor. A total of 60 primary school students (30 mothers with perfectionism trait and 30 mothers without perfectionism) were randomly selected using multi-stage cluster…

The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of…

Students with autism spectrum disorder often require social supports to function well in a mainstream class setting. Researchers have demonstrated the effects of social skills training for students with autism, but their work has focused primarily on topographically defined outcomes, such as increasing the frequency of social behaviours. More…

Mathematical skills are essential for young people to attain academic results needed for further study and employment. Recent changes to the English National Curriculum have put an increased emphasis on pupils explaining the reasoning behind answers in maths. This is a skill that can be developed by improving metacognitive skills. The authors…

A narrative therapeutic group intervention, Tree of Life, was carried out with groups of ethnic minority parents of children with special educational needs and/or disability (SEND) in a mainstream primary school. A participatory research approach was used, involving collaboration with the group of parents and involvement of a parent co-researcher.…

The Emotional Literacy Support Assistant (ELSA) programme is an example of an individualised intervention to support pupils experiencing a range of social and emotional needs. Semi-structured interviews were conducted to explore parents' constructions of several aspects of the programme: its aims and how these are achieved; its impact on children,…

This article details a mixed methods study designed to examine the impact of a group process consultation model in helping staff manage challenging behaviour in the nurture group setting. It relates to two geographical clusters of staff, including teachers and teaching assistants, running 11 nurture groups in a major metropolitan area in the UK,…

A Working on What Works (WOWW) approach was utilised over six sessions in a mainstream Scottish primary class to enhance classroom relationships and behaviours. The aim of the intervention was to manage everyday classroom problems within a natural classroom environment. WOWW incorporates positive psychology and implements a solution-focused…

This study is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore intended, unintended, positive and negative outcomes for four Key Stage 2 (KS2) children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills and self-esteem…

This study looked at the impact of a precision teaching training programme which was delivered by the authors to primary school staff at a range of training settings. A questionnaire was used to gather information and data were interpreted using thematic analysis. Following training, a questionnaire was sent to all the primary schools that had…

Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this…